Key issues for primary schools /
Michael Farrell gives a series of briefings on the main issues in primary education and the implications for schools. Presented in an A-Z format, readers can quickly find topics of immediate or particular interest.
Kaydedildi:
| Yazar: | |
|---|---|
| Materyal Türü: | Kitap |
| Dil: | English |
| Baskı/Yayın Bilgisi: |
London ; New York :
Routledge,
1999.
|
| Konular: |
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| 100 | 1 | |a Farrell, Michael, |d 1948- | |
| 245 | 1 | 0 | |a Key issues for primary schools / |c Michael Farrell. |
| 260 | |a London ; |a New York : |b Routledge, |c 1999. | ||
| 300 | |a xiv, 210 pages ; |c 24 cm | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 338 | |a volume |b nc |2 rdacarrier | ||
| 504 | |a Includes bibliographical references (pages 206-210). | ||
| 520 | 8 | |a Michael Farrell gives a series of briefings on the main issues in primary education and the implications for schools. Presented in an A-Z format, readers can quickly find topics of immediate or particular interest. | |
| 505 | 0 | 0 | |t Foreword -- |t Acknowledgements -- |t Introduction -- |t Admissions: towards greater transparency and equity -- |t Appraisal: an integrated system -- |t Assessment complexities -- |t Attendance: improving pupil attendance -- |t Baseline assessment: strengths and limitations -- |t Behaviour and its improvement -- |t Benchmarking: a machete not a scalpel -- |t Bullying: not in our school -- |t Child protection: awareness and procedures -- |t Classroom management: developing interrelated skills -- |t Curriculum changes -- |t Differentiation: the importance of planning -- |t Direct teaching: some strengths and weaknesses -- |t Early years: nursery developments and reception classes -- |t Efficiency of the school and how it may be improved -- |t Emotional and behavioural difficulties -- |t English as an additional language (EAL): guidelines and confusions -- |t Equal opportunities: beyond the platitudes -- |t Governing bodies: clarity about their role -- |t Group work: learning together -- |
| 505 | 0 | 0 | |t Head teachers: leadership and management -- |t Health and safety: a manageable framework -- |t Homework: the importance of whole-school planning -- |t Inclusion: ideology or pragmatism? -- |t Information and communications technology: exciting developments -- |t Initial teacher training: routes and structures -- |t Inspection: getting the most from it -- |t Learning resources and their full use -- |t Literacy: a national strategy -- |t Marketing the primary school -- |t Media management for the school -- |t Numeracy -- |t Organisation of pupils in school (including class size) -- |t Parents and the community: improving partnership -- |t Planning for teaching and learning -- |t Project management in primary education -- |t Research: action research in the school -- |t School improvement plans within strategic planning -- |t Security of the school -- |t Sex education: steering a steady course -- |t Spiritual, moral, social and cultural development: complex interrelationships -- |
| 505 | 0 | 0 | |t Staff development including newly qualified teachers -- |t Standards: the new watchword -- |t Support for children: maximising outside help -- |t Target setting -- |t Teaching assistants and associates -- |t Topic work as an approach to the curriculum -- |t Value added measures and their relation to league tables -- |t Very able pupils -- |t Bibliography. |
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